Effectiveness of a Resource Library and Teacher Training to Facilitate School-Based Movement Integration: An Occupation-Based Health Promotion Initiative

Movement plays a significant role in the school day for students, as evidence-based research has demonstrated improved academic performance, academic motivation, on-task behavior, classroom behavior, attention, concentration, physical activity, executive function, self-regulation, mental health, social and emotional health, and reduced disruptive behavior and sedentary time. However, barriers exist, and students are not getting enough physical activity. Occupational therapy providers support school-based movement integration in a variety of ways. The purpose of this study was to determine how movement is used during the school day, teachers’ perceptions of movement integration, and to measure the effectiveness of providing resources and teacher training to increase school-based movement integration. Based on identified barriers and facilitators in the literature, and the Health Belief Model as a theoretical framework, a questionnaire was developed and administered to teachers before and after the intervention. Findings indicated statistically significant pre- to post-survey results for increased integration of movement in academic content and teachers’ feelings that they had access to helpful materials, classroom space, time in the day and adequate training for movement integration. Movement activity resources and training were effective strategies and made a positive difference as a school-wide, occupation-based health promotion initiative.